Opinion: Vt. public education lacks equity

Do we have equity of opportunity for students in Vermont? Do all students have the same access to high quality teachers? Do all students have the same opportunity of programming? As a state, are we committed to providing an outstanding educational experience for all Vermont children? The evidence, from my perspective, is that the answer to all four questions is an emphatic "no!"

In Vermont, those of us who believe all children in our state deserve equal opportunity to a high-quality public education experience applaud the Brigham decision, followed by Act 60 and Act 68. This legislation, while imperfect, helped poorer communities by forcing a statewide property tax system so that all Vermonters (at least those with property) helped pay for all students. As important as this is, it only scratches the surface of the problems associated with educational equity in Vermont.

We have three major issues that stand in the way of equalized educational opportunity for all students: the first is related to population density and our archaic public education delivery system; the second to the disparity of wages paid to educators across the state; and the third to how we are addressing the associated student challenges that manifest much more frequently in areas of high poverty.

Small school systems often offer less opportunity for students than larger systems. How is it equitable that one high school can offer a dozen Advanced Placement classes, for example, while another in close proximity cannot afford to offer more than a couple? .

Across much of the state, our ridiculous governance system gets in the way. I am suggesting that schools in towns joining each other become school districts so that together they are all responsible for all of the students in their area. We know that this will lead to more opportunities for students, save taxpayers money, and help us sustain our education system moving into the future.

Perhaps it is time to redefine "local" to something a little more flexible than an arbitrary town line.

Much of the research on the relationship between teacher effectiveness and student learning points to the critical import of having the most effective teachers serving the most needy students. It is increasingly disturbing that teachers who work in poorer schools are paid much less on average than teachers of the same experience working in richer schools.

In addition, research demonstrates that it is much easier to teach children from affluent backgrounds than it is students from low-income backgrounds. More money? Easier job? Hard to blame people for making that jump. State workers are paid the same for the same classification. Why not educators?

I believe it is time to have a statewide teachers contract. Great teachers are great teachers and they should not be penalized simply because they choose to work in poorer communities that can't afford to pay as much as more affluent communities.

Finally, we arrive at the third issue — the tremendous problems with challenging students. We have more students living in poverty then ever before in this state and in this nation. We have more students coming to our schools — especially our poorer schools — with greater needs.

In too many cases, the only real structure and safety children have in their lives is the school; the only healthy meals they get come from the school; and, the only real hope they have to break the poverty cycle comes from education.Students who have been mistreated need extra support and that costs time, money and other resources. You either pay at the school, mental health, child services end or you pay at the other end with dropouts, crime, and increased prison numbers.

How do we provide equity in Vermont public schools? Change the delivery system to one that values opportunities for students above adult convenience and adult perception of local control. Pay teachers with equitable experience the same amount regardless of where they teach in the state.

Provide schools and families with the social service and mental health supports they need so that children, especially those living in poverty, have a fair chance for a successful life. These steps will make Vermont the education state for all of our students.

Jay Nichols is the superintendent of schools for Franklin Northeast Supervisory Union and the President of Nichols Education & Leadership Consulting.